LSL in Spanish: Delving Deeper Into Intervention for Spanish-Speaking Families

Experience Overview

This 4-week learning experience builds upon the first series on how to adapt, and not just translate, LSL intervention for Spanish-speaking families. A summary of the first learning experience will be provided for those who did not participate in the first series. During these four weeks, learners will dig deeper into topics including typical language development in Spanish, Spanish language assessment, cultural differences, and resources available for Spanish-speaking families. Learners will strengthen their ability to guide Spanish-speaking families along the listening and spoken language journey, with sensitivity and respect for the families’ cultural values.  Participants will discuss specific differences between English-language and Spanish-language development of vocabulary, syntax, morphology, and speech sounds, reinforcing the crucial principle that developmental norms cannot be simply translated. Participants will also delve into effective assessment strategies for children with hearing loss who are culturally and linguistically diverse, including both monolingual Spanish-speakers and dual language learners. Myths and truths regarding bilingual language development will also be addressed. Finally, this learning experience will also provide participants with next steps to connect Spanish-speaking caregivers with LSL tools and resources.

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Experience Details

Dates

Tuesdays October 29th, November 5th, 12th, 19th from 7-8:30 PM ET

Learning Credits

This learning experience offers 6 CEUs from the AG Bell Academy for Listening and Spoken Language® (Pending)

Learning Level

Applying (Intermediate)

Experience Facilitator

Sarah Radlinski MS, CCC-SLP, LSLS Cert AVT

Sarah Radlinski is a speech-language pathologist and Listening and Spoken Language Specialist. Sarah was on the pediatric hearing loss specialty track at Vanderbilt University, where she earned her master’s degree in speech-language pathology; Sarah completed her externship at The Children’s Cochlear Implant Center at UNC. Since then, Sarah has served as the bilingual speech-language pathologist for the Auditory-Verbal Center, Inc. in Atlanta, Georgia. Sarah is proficient in Spanish and provides Listening and Spoken Language (LSL) intervention for Spanish-speaking children and families in their native language. Sarah also currently serves as the Latino Programming Director for the Georgia state chapter of the Alexander Graham Bell Association for the Deaf & Hard of Hearing; in this role she plans educational and social events for Spanish-speaking families to connect with each other and increase caregiver knowledge regarding hearing loss and LSL outcomes. Sarah additionally serves as a volunteer with Hear the World Foundation and is currently working with the families of children in Panama who received donated cochlear implants, as well as training the local professional on how to best obtain LSL outcomes (via in-person visits and tele-practice). Additionally, Sarah has presented at multiple national and international conferences on how to provide LSL intervention that is culturally and linguistically relevant for Spanish-speaking families of children with hearing loss.

Learning Structure

For each of our online Learning Experiences, learners gather in a private group space to access the course content. Courses include resources, such as videos, articles, handouts, and quizzes, to help learners comprehend, apply, practice, and reflect on the content of each session. Courses with live interactive sessions are held on Adobe Connect, our virtual classroom, with the course facilitator.

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Learning Objectives

  • Identify cultural differences that commonly arise when working with Spanish-speaking families and list ideas for adaptation of certain areas of LSL intervention; increase awareness, cultural sensitivity, and cultural humility.
  • Discuss why language, vocabulary, and speech targets for a Spanish-speaking child cannot be simply translated from English norms; identify appropriate tools for tracking speech and language development in Spanish.
  • Identify 2 strategies for evaluating children with hearing loss who are culturally and linguistically diverse, including both monolingual Spanish-speakers and dual language learners.
  • List 2 educational resources that are available to share with Spanish-speaking caregivers who desire a LSL outcome for their child with hearing loss.

CEUs and Participating

Continuing Education Credits (CEUs) are offered for this learning experience. Although there’s no cost to you as a participant to register for this course or CEU credits, your full commitment to participate and engage in the learning is considered your contribution. Learn More

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AG Bell

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Hearing First is approved by the Alexander Graham Bell Academy for Listening and Spoken Language® to offer Academy CEUs for this activity. The program is worth a maximum of 6 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products, or clinical procedure, or adherence of the event to the Academy's Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the Alexander Graham Bell Academy for Listening and Spoken Language®.

How to Earn CEUs

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Tech Requirements

The Hearing First Learning Philosophy

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Hearing First (HF) Learning Experiences and Community Discussions are powerful learning tools to advance the practice of teaching spoken language through listening. These experiences foster the understanding and application of the science and art of LSL practice. The opinions and comments of facilitators and learners in Hearing First Learning Experiences are not necessarily the viewpoints shared by Hearing First and/or by other Community Members. As a reminder, Hearing First Learning Experiences are governed by and subject to the Hearing First Terms of Use, Privacy Policy and Community Code of Conduct, and we encourage all Community Members participating in a Hearing First Learning Experience to review our policies regularly.